Docente, imagen del maestro, profesión docente, Letonia. ResumenDebido a la interacción social en el proceso de enseñanza-aprendizaje se ha formado una imagen del maestro en la mente de los estudiantes, que posteriormente se reproduce en el espacio público. Entendemos imagen como el fenómeno que se desarrolla en la conciencia humana como resultado de la experiencia social en forma de sistemas de signos. La investigación muestra que la imagen del maestro en el espacio público no siempre es positiva. En consecuencia, el prestigio de la profesión se ve afectado de manera negativa. Para comprender el fenómeno mediante el cual la imagen del maestro se forma en la memoria colectiva de la sociedad, iniciamos una serie de estudios encaminados a establecer el estado de la cuestión. ¿Cuál es la imagen de un maestro típico de acuerdo con los estudiantes en la actualidad? Uno de los estudios se realizó durante el año académico 2011-2012 bajo la supervisión de maestros universitarios en diez países: Bulgaria, Grecia, México, Pakistán, Serbia, Eslovenia, Inglaterra, Sudáfrica, Turquía y Letonia. En el estudio participaron 1053 estudiantes de 15 años. Se analizaron los siguientes componentes que describen la imagen del maestro: sexo, edad, apariencia, rasgos de la comunicación verbal y no verbal. Se analizó la imagen del maestro en el contexto de las características sociales de la profesión y el contexto cultural. También se tuvo en cuenta la edad de los encuestados. El estudio reveló la importancia de la personalidad de los maestros en la vida de los estudiantes. Son modelos a seguir. Este pedido de la sociedad de una persona ideal en la enseñanza puede causar malestar en los maestros reales. Las afirmaciones de los encuestados sobre el maestro como una figura extremadamente importante en la vida de los jóvenes es el principio para aumentar el prestigio de la profesión docente. AbstractDue to the teaching and learning social interaction, an image of teachers is formed within the students' mind, which is later reproduced in the public space. We understand image as a phenomenon taking place in human consciousness as a result of social experience in the form of sign systems. As the research shows, the teacher's image in the public space is not always positive. Consequently, the prestige of the profession is negatively affected. In order to understand the mechanism by which the teacher's image is formed within the collective memory of society, we started a series of studies meant to find out the state of the art. What is the image of a typical teacher according to current students? One of the studies was carried out during the
The “New Man” is a utopian concept that involves creating an ideal man and replacing the imperfect human being. The beginning of the ideas of creating the new man can be found in ancient Greece and Rome, in the works of utopians and educators, as well as in theological texts. Although this ideologeme as one of the constructs of modernity was fully formed by the end of the 19th century, the efforts to practically implement it are connected with the establishment of (para)totalitarianism. One of the best-known examples of such an attempt was the ambition to create the New Soviet Man. After giving up aspirations to create a perfect biological individual, in the long-term perfective, the main focus was laid on forming an ideologically correct New Man, a builder of communism. Education was seen as one of the key means of achieving this objective. Seeking to identify how the image of the New Man was reflected in the curriculum (primary in particular), 36 textbooks published between 1925–1985 and used in the state schools of Soviet Russia and the Baltic States were analysed.Although the concept of the New Man includes both the male and female person, the most frequently considered is a male. This article aims to discuss how textbooks represent the Soviet woman by considering the following aspects: what was specific to the New Soviet Man – Woman? What did the Soviet regime expect from women in the context of the New Soviet Man project? How did the project of New Man reflect the gender equality idea?
The aim of this study is to seek answers to the following questions: 1) How has the formation and development of the history of education interacted with teacher training in universities? 2) How did the Iron Curtain influence the development of the history of education in Latvia and how can the consequences of Soviet era in the history of education be overcome? 3) What kind of history of education is suitable for teacher training programmes today? These questions are researched based on the analysis of the history of pedagogy as a course in Latvian and Belgian universities. KEY WORDS: history of pedagogy, revisionism in the history of pedagogy, "new" history of education, teacher training, study process in universities, comparative approach, Iron Curtain. AnotacijaMoksliniu tyrimu siekiama atsakyti į klausimus, kaip švietimo istorijos formavimasis ir raida sąveikavo su mokytojų rengimu universitetuose; kaip geležinė uždanga paveikė švietimo istorijos raidą Latvijoje ir kaip galima įveikti sovietinės eros pasekmes švietimo istorijoje. Švietimo istorija neturėtų tarnauti tik kai kurių pedagoginių teorijų ir sistemų įteisinimui. Esame įsitikinę, kad modernus, problema paremtas švietimo istorijos mokslinis tyrimas praturtina mokytojų rengimo mokymo programą pamąstymais ir pasvarstymais apie reikšmingus klausimus ir reiškinius visose švietimo bei visuomenės gyvenimo srityse. PAGRINDINIAI ŽODŽIAI: pedagogikos istorija, revizionizmas pedagogikos istorijoje, "nauja" švietimo istorija, mokytojų rengimas, studijų procesas universitetuose, lyginamasis požiūris, geležinė uždanga.
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